Differences in Scholastic Achievement of Public, Private Government-Dependent, and Private Independent Schools: A Cross-National Analysis

Autor/inn/en	Dronkers, Jaap; Robert, Peter
Titel	Differences in Scholastic Achievement of Public, Private Government-Dependent, and Private Independent Schools: A Cross-National Analysis
Quelle	In: Educational Policy, 22 (2008) 4, S.541-577 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904807307065
Schlagwörter	Academic Achievement; Comparative Education; Educational Sociology; School Effectiveness; Educational Vouchers; Secondary Education; Predictor Variables; Public Education; Private Education; Comparative Analysis; Educational Assessment; Educational Indicators; International Studies; Achievement Gains; Foreign Countries; Austria; Belgium; Czech Republic; Denmark; Finland; France; Germany; Greece; Hungary; Ireland; Italy; Luxembourg; Netherlands; New Zealand; Norway; Poland; Portugal; Spain; Sweden; Switzerland; United Kingdom; United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Vergleichende Erziehungswissenschaft; Bildungssoziologie; Erziehungssoziologie; Schuleffizienz; Educational voucher; Bildungsgutschein; Sekundarbereich; Prädiktor; Öffentliche Erziehung; Privatunterricht; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Internationaler Studiengang; Achievement gain; Leistungssteigerung; Ausland; Österreich; Belgien; Tschechische Republik; Dänemark; Finnland; Frankreich; Deutschland; Griechenland; Ungarn; Irland; Italien; Niederlande; Neuseeland; Norwegen; Polen; Spanien; Schweden; Schweiz; Großbritannien; USA
Abstract	The gross differences in scholastic achievement among public, private government-dependent, and private independent schools in 22 countries are analyzed with Programme for International Student Assessment 2000 data. In a multilevel approach, the authors estimate these sector effects, controlling for sociological characteristics of students and parents, school composition, teaching and learning conditions of schools, and students' and principals' perception of the climate of their schools. The main explanation of their gross differences in scholastic achievement is the better social composition of private schools, both government dependent and independent. But pupils at private government-dependent schools have a higher net educational achievement than do comparable pupils at public schools with the same social composition. The explanation of these remaining net differences in scholastic achievement seems to be their better school climate. These net differences in scholastic achievement between public and private school sectors are equal across nations, despite historical differences of educational systems. (Contains 5 tables and 10 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10